cps framework for teaching 2016 special education...

CPS FRAMEWORK FOR TEACHING

2016 Special Education Critical Attributes

May 2016 • Office of Teaching and Learning

The CPS Framework for Teaching provides a common definition of effective teaching for both administrators and teachers, and is also used to analyze and rate evidence of teaching practice for the purposes of REACH Students. The Framework differs from the prior checklist evaluation system in that it is meant to more fully describe aspects of teaching so that teachers can improve their instructional practices, grow professionally, and as a result have clear direction to improve their evaluation outcomes. Administrators should gather evidence from observations and conferences, engage teachers in collegial conversations about their practice, and come to evaluative conclusions based on a cycle of observation, dialogue, and feedback. In using The Framework to evaluate teacher practice, evaluators should consider the preponderance of evidence and not expect to see everything described in each component of The Framework in every observation or conference. CPS and CTU worked together to develop these Special Education Critical Attributes to help describe special education teaching at each level of performance in The Framework for Teaching. These Special Education Critical Attributes are intended to interpret the framework for special education settings, taking into account the special needs of our students and how that may affect teaching practices, to provide further clarity for teachers and administrators. They should be used instead of the general education critical attributes when observing a teacher in a special education setting. These Special Education Critical Attributes represent, on a small scale, descriptions of what one might see and/ or hear in a special education classroom or conference. They are not exhaustive and should neither be used as a checklist themselves nor used to justify ratings. When determining a level of performance following a classroom observation and post-conference, the evaluator must use the language of The Framework. Critical Attributes can be used in several ways to help improve teaching and learning. As Charlotte Danielson writes:

“Critical Attributes” for each level of performance for each component…provide essential guidance for observers in distinguishing between practice at adjacent levels of performance. They are of enormous value in training and in the actual work of observation and evaluation.”1

First, the Special Education Critical Attributes can help teachers reflect on practice, suggesting new ways to think about improving teaching within components and within the context of a special education setting. Second, they may be useful during a post-conference to help identify concrete next steps during conversation between teacher and evaluator. Third, the Special Education Critical Attributes may help clarify patterns at the different performance levels across the four domains. These Special Education Critical Attributes cannot take the place of professional conversations among teachers or of administrators, evaluators, colleagues and other stakeholders providing teachers with concrete suggestions, resources and support. We encourage teachers and administrators to find innovative and appropriate ways to use this tool to improve teaching and learning. We are publishing this with the knowledge that much will be learned when it is put to use in schools. Consistent with best practice as new tools are released, we plan to revise these Special Education Critical Attributes as needed, after soliciting teacher and administrator input to ensure these remain an accurate and supportive tool moving forward.

1 Danielson, Charlotte. Introduction. The Framework for Teaching: Evaluation Instrument. Princeton, NJ: Danielson Group, 2013.

1a Unsatisfactory Basic Proficient Distinguished

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Teacher demonstrates little to no knowledge of relevant content standards within and/or across grade levels. Teacher demonstrates no knowledge of the disciplinary way of reading, writing and/or thinking within the subject area. Teacher demonstrates little understanding of prerequisite knowledge important to student learning of the con-‐tent/skills. Teacher’s plans reflect little or no understanding of the range of pedagogical approaches suitable to student learning of the content/skills being taught.

Teacher demonstrates knowledge of the relevant content standards within the grade level but displays lack of awareness of how these concepts relate to one another and/or build across grade levels. Teacher demon-‐strates some knowledge of the disciplinary way of reading, writing, and/or thinking within the subject area. The teacher demon-‐strates some understanding of prerequisite learning, although knowledge of relation-‐ships among topics may be inaccurate or incomplete. Teacher’s plans reflect a limited range of pedagogical approaches suitable to student learning of the content/skills being taught.

Teacher demonstrates knowledge of the relevant content standards, within and across grade levels. Teacher demonstrates knowledge of the disciplinary way of read-‐ing, writing, and/or thinking within the sub-‐ject area. Teacher demonstrates accurate understanding of prerequisite learning and relationships among topics and concepts. Teacher’s plans reflect a range of effective pedagogical approaches suitable to student learning of the content/skills being taught.

Teacher demonstrates knowledge of the relevant content standards within the grade level and across grade levels, as well as how these standards relate to other disciplines. Teacher’s plans demonstrate extensive knowledge of the disciplinary way of read-‐ing, writing, and/or thinking within the sub-‐ject area. Teacher demonstrates deep un-‐derstanding of prerequisite learning and relationships among topics and concepts. Teacher’s plans include a range of effective pedagogical approaches suitable to student learning of the content/skills being taught and anticipate student misconceptions.

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1. Unit and/or lesson plans do not include developmentally ap-‐propriate content standards.

2. Unit and/or lesson plans do not include developmentally ap-‐propriate strategies that re-‐quire reading, writing or think-‐ing in the content area.

3. Unit and/or lesson plans in-‐clude developmentally appro-‐priate content that is not se-‐quenced based on prior lessons or prior student knowledge.

4. Unit and/or lesson plans in-‐clude instructional strategies that are not appropriate for the content or students’ learning styles.

1. Unit and/or lesson plans include devel-‐opmentally appropriate content stand-‐ards but they may not be entirely ap-‐propriate for the grade level or properly sequenced.

2. Unit and/or lesson plans include some developmentally appropriate strategies that require reading, writing or thinking in the content area but they may not be fully described or appropriately select-‐ed.

3. Unit and/or lesson plans include some gaps in appropriate content or the se-‐quence of content does not fully build on prior lessons or student knowledge.

4. Unit and/or lesson plans include a lim-‐ited range of instructional strategies that are somewhat appropriate for the content and students’ learning styles.

1. Unit and/or lesson plans include stand-‐ards that are developmentally appro-‐priate and are properly sequenced.

2. Unit and/or lesson plans include devel-‐opmentally appropriate strategies re-‐quiring reading, writing and/or thinking in the content area.

3. Unit and/or lesson plans include con-‐tent that is developmentally appropri-‐ate and builds on prior lessons and student knowledge.

4. Unit and/or lesson plans include a de-‐velopmentally appropriate range of in-‐structional strategies that are appro-‐priate for the content and students’ learning styles.

1. Unit and/or lesson plans include devel-‐opmentally appropriate connections to standards from related disciplines.

2. Unit and/or lesson plans include devel-‐opmentally appropriate strategies that connect reading, writing and/or think-‐ing within the content area or to relat-‐ed disciplines.

3. Unit and/or lesson plans include devel-‐opmentally appropriate strategies to clarify connections between major concepts in the content.

4. Teacher planning, evidenced through the pre-‐ and/or post-‐observation con-‐ference, unit and/or lesson plans, in-‐cludes developmentally appropriate in-‐structional strategies to anticipate stu-‐dent questions and student interest.

1b Unsatisfactory Basic Proficient Distinguished

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The teacher demonstrates little to no under-‐standing of how students learn and does not attain information about levels of develop-‐ment. Teacher does not gather knowledge about students’ backgrounds, cultures, prior knowledge, skills, language proficiencies, learning styles, interests, and special needs and does not indicate that such knowledge informs teacher’s practice.

The teacher displays generally accurate knowledge of how students learn and attains information about levels of development for the class as a whole. Teacher gathers some knowledge about some students’ back-‐grounds, cultures, prior knowledge, skills, language proficiencies, learning styles, inter-‐ests, and special needs.

The teacher demonstrates an understanding of the active nature of student learning and attains information about levels of devel-‐opment for groups of students. Teacher purposefully gathers information from sev-‐eral sources about most students’ back-‐grounds, cultures, prior knowledge, skills, language proficiencies, learning styles, in-‐terests, and special needs.

The teacher demonstrates an understanding of the active nature of student learning and attains information about levels of devel-‐opment for individual students. Teacher purposefully and continually gathers infor-‐mation from several sources about all stu-‐dents’ individual backgrounds, cultures, prior knowledge, skills, language proficien-‐cies, learning styles, multiple intelligences, interests, and special needs.

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1. Unit and/or lesson plans are not de-‐velopmentally appropriate.

2. Teacher does not gather information about student learning styles. Unit and/or lesson plans do not reflect knowledge of student learning styles.

3. Teacher is not aware of different stu-‐dent achievement, skill or language proficiency levels and/or teacher has unrealistic expectations for students.

4. Teacher does not seek information about students’ cultures or interests.

5. Teacher does not seek or utilize infor-‐mation about the needs of diverse learners.

1. Unit and/or lesson plans are develop-‐mentally appropriate for the whole class.

2. Teacher gathers some information about student learning styles. Unit and/or lesson plans may not reflect knowledge of student learning styles.

3. Teacher is somewhat aware of different student achievement, skill or language proficiency levels. Teacher plans in-‐struction for the whole class.

4. Teacher acknowledges student cultures and interests but may not apply this knowledge to instructional plans.

5. Teacher is aware of the needs of di-‐verse learners but may not always ap-‐ply this knowledge appropriately to plan instruction.

1. Unit and/or lesson plans are develop-‐mentally appropriate for the class based on students’ IEPs.

2. Teacher gathers information about student learning styles. Unit and/or lesson plans accommodate different student learning styles.

3. Teacher is aware of the achievement levels (such as “low,” “medium,” and “high”), skill levels and/or language proficiency levels for groups of stu-‐dents. Teacher applies this knowledge to plan instruction to meet the needs of these groups of students.

4. Teacher integrates knowledge of stu-‐dent cultures and interests into instruc-‐tional plans.

5. Teacher is aware of the needs of di-‐verse learners and applies this knowledge appropriately to plan dif-‐ferentiated instruction.

1. Unit and/or lesson plans include devel-‐opmentally appropriate strategies for individual students based on student characteristics and learner profile (e.g. strengths and needs noted in the IEP).

2. Teacher frequently collects new infor-‐mation about learning styles to adjust unit and/or lesson plans.

3. Teacher knowledge of student achievement, skill and /or language proficiency levels is often specific to individual students. Teacher applies this knowledge to plan instruction to meet the needs of individual students.

4. Teacher regularly seeks information from various sources about student cultures and interests to incorporate into plans.

5. Teacher regularly seeks updates and additional information about the needs of diverse learners in order to apply this information to more appropriately plan instruction.

1c Unsatisfactory Basic Proficient Distinguished

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Learning objectives are not standards-‐based, are unclear, or are stated as activities rather than as student learning outcomes, prohibit-‐ing a feasible method of assessment. Teach-‐er does not sequence and align learning objectives to build toward deep understand-‐ing and mastery of the standards. Objectives reflect only one type of learning and/or only one discipline.

Learning objectives are partially standards-‐based, clear, written in the form of student learning outcomes, aligned to methods of assessment, and/or are only written for the class as a whole. Teacher demonstrates an attempt to sequence and align some stand-‐ards-‐based learning objectives, but does not build toward deep understanding or mastery of the standards. Objectives reflect more than one type of learning, but teacher has made no attempt at coordination of the disciplines.

Learning objectives are standards based, clear, written in the form of student learn-‐ing outcomes, aligned to methods of as-‐sessment, and varied to account for the needs of groups of students. Teacher se-‐quences and aligns standards-‐based learn-‐ing objectives to build toward deep under-‐standing and mastery of the standards. Ob-‐jectives reflect several different types of learning and invite opportunities for coordi-‐nation within and across the disciplines.

Learning objectives are standards-‐based, clear, written in the form of student learn-‐ing outcomes, aligned to methods of as-‐sessment, and varied in whatever way is needed to account for individual students’ needs. Teacher sequences and aligns stand-‐ards-‐based objectives to build toward deep understanding, mastery of the standards, and meaningful authentic application. Ob-‐jectives reflect several different types of learning and provide multiple opportunities for coordination and integration within and across the disciplines.

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1. Unit and/or lesson plans do not include learning objectives and/or objectives are not aligned or not appropriate for the content or grade-‐level

2. Learning objectives are stated as what students will do in class rather than what content or skills students will learn.

3. Learning objectives cannot be meas-‐ured for achievement as written.

4. Learning objectives are not sequenced to build toward student mastery in the content.

5. Learning objectives do not include a range of lower-‐ and higher-‐order think-‐ing skills or allow students to demon-‐strate learning in different ways (i.e. reading, writing, speaking, collaborat-‐ing).

1. Unit and/or lesson plans include learn-‐ing objectives that are somewhat aligned and appropriate for the content and/or grade-‐level.

2. Learning objectives address the needs of the whole class. Learning objectives are sometimes stated as what students will do in class rather than what con-‐tent or skills students will learn.

3. Learning objectives can sometimes be measured for achievement as written.

4. Learning objectives are somewhat se-‐quenced to build toward partial student mastery of the content.

5. Learning objectives include a range of lower-‐ and higher-‐order thinking skills and/ or allow students to demonstrate learning in different ways (i.e. reading, writing, speaking, collaborating).

1. Unit and/or lesson plans include learn-‐ing objectives that are developmentally appropriate and aligned to the content.

2. Learning objectives address the needs of groups of students. Learning objec-‐tives are developmentally appropriate and represent what content or skills students will learn.

3. Learning objectives are measurable and aligned to developmentally appro-‐priate assessments.

4. Learning objectives are developmental-‐ly appropriately sequenced to build student mastery of the content.

5. Learning objectives may include a range of lower-‐ and higher-‐order think-‐ing skills, ask students to demonstrate learning in purposefully different ways (e.g. reading, writing, speaking, collab-‐orating), and/or create opportunities for interdisciplinary connections as de-‐velopmentally appropriate based on student learner profile.

1. Unit and/or lesson plans include learn-‐ing objectives that are developmentally appropriate and aligned with prior and future objectives for the content.

2. Learning objectives accommodate the learning needs of individual students. Learning objectives may allow students to set their own content or skill-‐based goals for learning when developmen-‐tally appropriate.

3. Learning objectives are aligned to au-‐thentic assessments in the discipline and are varied in developmentally ap-‐propriate ways for individual students.

4. Learning objectives build toward real-‐world application of skills and content.

5. Learning objectives integrate and co-‐ordinate a range of thinking skills, ways to demonstrate learning (e.g. reading, writing, speaking, collaborating), and/or interdisciplinary connections as developmentally appropriate based on student learner profile.

1d Unsatisfactory Basic Proficient Distinguished

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Teacher does not coordinate knowledge of content, students, and resources to design units and lessons. Learning tasks are not aligned to objectives. Tasks are not cognitively challenging and do not require students to provide evidence of their reasoning. There is no evidence of scaffolding and differentiation for stu-‐dents to access the content/skills. The progression of tasks is not coherent and has unrealistic time allocations. Units and lessons do not include grade-‐appropriate levels of texts and/or other materials and do not represent a cogni-‐tive challenge. The lesson or unit does not have a recognizable structure and makes no use of instructional groupings to support the learning objectives.

Teacher coordinates some knowledge of content, students, and resources to design units and lessons. Learning tasks are partially aligned to objectives. Tasks are cognitively challenging, designed for the class as a whole, and occasionally require students to provide evidence of their reasoning. There is some evidence of scaffolding and differenti-‐ation for some students to access the con-‐tent/skills. The progression of tasks in units and lessons is not always coherent, and some time allocations are unrealistic. Units and lessons include grade-‐appropriate levels of texts and other materials that represent a moderate cognitive challenge. The lesson or unit has a recognizable structure with some evidence of instructional groupings that partially support the learning objectives.

Teacher coordinates knowledge of content, students, and resources to design units and lessons. Learning tasks are aligned to objec-‐tives. Tasks are cognitively challenging, de-‐signed for groups of students, and require students to provide evidence of their reason-‐ing. There is evidence of scaffolding and dif-‐ferentiation for most students to access the content/skills. The units and lessons are paced appropriately. Units and lessons include grade-‐appropriate levels of texts and other materials, representing a cognitive challenge. The lesson or unit has a clear structure with intentional and structured use of instructional groupings that support the learning objec-‐tives.

Teacher coordinates in-‐depth knowledge of content, students, and resources (including technology) to design units and lessons. Learning tasks are aligned to objectives. Tasks are cognitively challenging for individual stu-‐dents and require students to provide evi-‐dence of their reasoning. There is evidence of scaffolding and differentiation for all students to access the content/skills. The units and lessons are paced appropriately. Units and lessons include grade-‐appropriate levels of texts and other materials so every student can access the content/skills. The lesson or unit has a clear structure that incorporates student choice, allows for different pathways of in-‐struction aligned with diverse student needs, and uses instructional groupings intentionally.

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1. Unit and/or lesson plan does not align knowledge of student achievement levels and learning styles to developmentally appropri-‐ate content and resources.

2. Classroom activities are not planned to correspond to learning objectives.

3. Classroom activities are not planned to interest and engage stu-‐dents and do not challenge them in a developmentally appropriate way.

4. Classroom activities are not planned based on knowledge of student achievement levels and learning styles.

5. Classroom activities are not planned in sequence. Activities do not provide enough or provide too much time for student completion.

6. Classroom texts and other materials are too easy or too difficult and/or are not content appropriate.

7. Unit and/or lesson plan does not include anything except full class instruction.

8. Unit and/or lesson plan is not orga-‐nized and/or does not have a logi-‐cal progression.

1. Unit and/or lesson plan reflects some knowledge of student achievement lev-‐els and learning styles. Content and re-‐sources are not entirely aligned to this knowledge.

2. Classroom activities are planned to sometimes address learning objectives.

3. Classroom activities are sometimes planned to interest and engage stu-‐dents and require some developmental-‐ly appropriate higher order thinking skills.

4. Classroom activities are planned to meet the needs of some student achievement levels and learning styles.

5. Classroom activities somewhat build on one another and mostly appropriate amounts of time are provided for stu-‐dent completion.

6. Classroom texts or other materials are sometimes challenging and/or are rele-‐vant in supporting some students’ learning.

7. Unit and/or lesson plan includes the use of instructional groups, but this may not be aligned to learning objec-‐tives or student learning needs.

8. Unit and/or lesson plan is somewhat organized and follows a progression designed to address the learning objec-‐tives or student learning needs.

1. Unit and/or lesson plan aligns develop-‐mentally appropriate content and availa-‐ble resources to student achievement levels and learning styles.

2. Classroom activities are developmentally appropriate and aligned to address vari-‐ous learning objectives.

3. Classroom activities are designed to in-‐terest and engage students and chal-‐lenge them to use developmentally ap-‐propriate higher order thinking skills.

4. Classroom activities are designed to meet the needs of most student achievement levels and learning styles.

5. Classroom activities are planned and paced so the class can achieve the learn-‐ing objectives.

6. Classroom texts or other materials are developmentally appropriate and rele-‐vant in supporting most students’ learn-‐ing.

7. Unit and/or lesson plan incorporates the use of instructional groups when appro-‐priate, based on student learning needs.

8. Unit and/or lesson plan is organized and follows a progression designed to ad-‐dress the learning objectives and student learning needs.

1. Unit and/or lesson plan integrates specif-‐ic or unique content based on knowledge of individual students and/ or learning needs and available resources.

2. Classroom activities are coordinated to address developmentally appropriate student selected learning objectives and/ or the objectives for individual students.

3. Classroom activities incorporate individ-‐ual student interests, choice, and/or in-‐quiry.

4. Classroom activities include ways to meet the needs of individual students’ achievement levels and learning styles.

5. Classroom activities are planned and paced to be appropriate for individual students.

6. Classroom texts or other materials are sometimes selected through a process of student-‐teacher collaboration when de-‐velopmentally appropriate.

7. Unit and/or lesson plan may include flex-‐ible instructional groups based on learn-‐ing objectives, needs and/or student in-‐put when developmentally appropriate.

8. Unit and/or lesson plan incorporates student input into activities or assess-‐ments when developmentally appropri-‐ate.

1e Unsatisfactory Basic Proficient Distinguished

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The plan for student assessment is not aligned with the standards-‐based learning objectives identified for the unit and/or lesson. Assessments contain no criteria or descriptors aligned to student expectations. Teacher does not select or design formative assessments that measure student learning and/or growth. Teacher does not use prior assessment results to design units and les-‐sons.

The plan for student assessment is partially aligned with the standards-‐based learning objectives identified for the unit and/or lesson. Assessments do not clearly identify and/or describe student expectations. Teacher selects or designs formative as-‐sessments that measure only part of student learning or growth. Teacher uses prior as-‐sessment results to design units and lessons that target the class as a whole.

The plan for student assessment is aligned with the standards-‐based learning objec-‐tives identified for the unit and/or lesson. Assessment methodologies are designed or adapted for groups of students as needed. Assessments clearly identify and describe student expectations and provide de-‐scriptors. Teacher selects and designs form-‐ative assessments that accurately measure student learning and/or growth. Teacher uses prior assessment results to design units and lessons that target groups of students.

The plan for student assessment is aligned with the standards-‐based learning objec-‐tives identified for the unit and lesson. As-‐sessment methodologies have been de-‐signed or adapted for individual students as needed. Assessment criteria are thorough, describe high expectations for students, and provide clear descriptors. Teacher’s forma-‐tive assessments are complex, well designed or selected, and tailored for individual stu-‐dents, when necessary, in order to measure varying degrees of each student’s learning and growth effectively. Teacher uses as-‐sessment results to design units and lessons that target the diverse needs of every stu-‐dent.

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1. Teacher does not have planned devel-‐opmentally appropriate assessments or assessments do not correspond to the learning objectives for the unit and/or lesson plan.

2. Plans for assessment do not include descriptions, criteria or rubrics for stu-‐dent expectations or levels of achieve-‐ment.

3. Unit and/or lesson plans do not include developmentally appropriate formative assessments and/or formative assess-‐ments do not provide feedback about student levels of achievement.

4. Teacher does not have a method of using assessment feedback to inform future plans for instruction.

1. Teacher plans include developmentally appropriate assessments but they may not entirely correspond to the learning objectives for the unit and/or lesson plan.

2. Plans for assessment include some de-‐scriptions, criteria or rubrics for student expectations or levels of achievement, but they may not be entirely clear or developmentally appropriate.

3. Unit and/or lesson plans include devel-‐opmentally appropriate formative as-‐sessments, but they may not be fully developed or provide complete and ap-‐propriate feedback about student levels of achievement

4. Teacher attempts to use assessment feedback to inform future plans for in-‐struction for the whole class.

1. Teacher plans include developmentally appropriate assessments that corre-‐spond to the learning objectives and the learning needs of groups of stu-‐dents.

2. Plans for assessment include clear and developmentally appropriate descrip-‐tions, criteria and/or rubrics for stu-‐dent expectations and levels of achievement. Teacher may plan to model and/or share examples (e.g. student work).

3. Unit and/or lesson plan includes devel-‐opmentally appropriate formative as-‐sessments that measure student levels of achievement for groups of students.

4. Teacher uses assessment feedback to inform future instruction for groups of students.

1. Teacher plans for assessments are developmentally appropriate for indi-‐vidual students. Plans for assessments may be authentic to the content area and/or have real-‐world applications or connections.

2. Plans for assessment may include stu-‐dent choice or input when develop-‐mentally appropriate regarding de-‐scriptions, criteria and/or rubrics for student expectations and levels of achievement. Teacher may plan to align examples (e.g. student work) to levels of achievement with students.

3. Unit and/or lesson plan includes devel-‐opmentally appropriate formative as-‐sessments that provide feedback about individual student levels of achieve-‐ment.

4. Teacher uses assessment feedback to inform future instruction for individual students.


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Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative and disrespectful. Interactions are insensitive and/or inappropriate to the ages and development of the students, and the context of the class. The net result of interactions has a negative impact on students emotionally and/or academically.

Patterns of classroom interactions, both between the teacher and students and among students, are generally respectful but may reflect occasional inconsistencies or incidences of disrespect. Some interactions are sensitive and/or appropriate to the ages and development of the students, and the context of the class. The net result of the interactions has a neutral impact on students emotionally and/or academically.

Patterns of classroom interactions, both between the teacher and students and among students, are friendly and demonstrate caring and respect. Interactions among students are generally polite and respectful. Interactions are sensitive and appropriate to the ages and development of the students, and to the context of the class. The net result of the interactions has a positive impact on students emotionally and academically.

Patterns of classroom interactions, both between the teacher and students and among students, are highly respectful, reflecting genuine warmth and caring. Students contribute to high levels of civility among all members of the class. Interactions are sensitive to students as individuals, appropriate to the ages and development of individual students, and to the context of the class. The net result of interactions is that of academic and personal connections among students and adults.

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1. Teacher has not made connections with students or groups of students.

2. Teacher uses disrespectful language with students and/or exhibits actions that are insensitive to students’ ages and developmental levels.

3. Students regularly use disrespectful and/or insensitive language that is not developmentally appropriate toward one another and/or the teacher.

4. Many students may criticize peers who volunteer to participate or engage in academic activities.

1. Teacher attempts to make connections with individuals or groups of students. Connections are partially successful.

2. Teacher interactions with students are inconsistent, with occasional use of disrespectful or insensitive language. Teacher may show favoritism to groups or individuals.

3. Students occasionally use disrespectful and/or insensitive language that is not developmentally appropriate, toward one another and/or the teacher.

4. Some students may criticize peers who volunteer to participate or engage in academic activities.

1. Teacher successfully makes connections with students. Connections contribute to a caring and respectful tone in the classroom.

2. Teachers are respectful of students in all interactions.

3. Teacher encourages students to be respectful of peers and adults and addresses disrespectful behavior.

4. Students participate in collaborative groups with a developmentally appropriate level of support.

5. Student interactions with teacher and classmates are developmentally appropriate for their individual current levels of functioning.

1. Teacher demonstrates knowledge and caring about individual students’ lives beyond the class and school.

2. Teacher supports (e.g. modeling, in the moment skill instruction) students in making positive, developmentally appropriate connections with peers and adults.

3. Teacher encourages (e.g. through cuing and prompting) students to take an active role in promoting respect and showing care about individual classmates’ interests and personalities.

4. Students demonstrate progress (throughout the class and/or school year) in their interactions with peers and adults.


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The teacher creates a classroom culture that reflects a lack of teacher and/or student commitment to learning. The teacher fosters a culture in which there is little or no investment of student energy into the task at hand. The teacher does not convey that practice or perseverance is expected or that it results in student success. The teacher’s expectations for student learning are medium to low, with high expectations reserved for only a few students. Students do not show interest in task completion or quality.

The teacher creates a classroom culture that reflects some teacher and/or student commitment to learning. The teacher fosters a culture in which there is some investment of student energy into the learning task at hand. The teacher conveys that student success is the result of natural or innate ability rather than practice and perseverance. Teacher conveys high learning expectations for some students. Students indicate that they are interested in completion, rather than quality, of a task.

The teacher creates a classroom culture that reflects teacher and student commitment to learning. The teacher fosters a culture in which classroom interactions indicate learning and hard work. The teacher conveys that with practice and perseverance students can reach desired goals. Teacher conveys high learning expectations for all students. Students take some responsibility for their learning by indicating that they want to understand the content or master the skill rather than simply complete a task.

The teacher creates a classroom culture that reflects a shared belief in the importance of learning and hard work. The teacher conveys high learning expectations for all students and develops structures that enable practice and perseverance for each individual student. Students assume responsibility for high-‐quality work by persevering, initiating improvements, addressing critiques, making revisions, adding detail and/or helping peers.

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1. Teacher conveys that there is little or no purpose for the work, and/or that it must be done due to external factors.

2. Most students’ energy is directed toward off task behavior.

3. Teacher conveys to some students that the work is too challenging for them.

4. Students exhibit little or no pride in their work.

1. Teacher conveys the importance of learning but the purpose for the work is tied to extrinsic rewards or short-‐ term goals.

2. Most students’ energy is directed toward on task behavior but regular teacher redirection is necessary.

3. Teacher conveys high expectations for some students.

4. Students exhibit some commitment to complete their work but they may not attempt to reach higher levels of achievement.

1. Teacher conveys the value of the learning for its own end and the purpose for the work at hand, tying it to larger goals.

2. Teacher encourages students to stay on task and supports them in this endeavor.

3. Teacher conveys a belief in students’ abilities and conveys high expectations relative to individualized levels of student effort and achievement

4. Teacher encourages students to gain deeper understanding of content or mastery of a skill rather than just complete a task.

5. Student engagement with content and attention to task is developmentally appropriate given their current levels of functioning.

1. Teacher encourages students to stay on task and uses effective strategies to support the class and/or individual students in this endeavor (e.g. verbal/visual redirection; incentive systems; providing assistance with assigned tasks; peer buddies).

2. Teacher uses different methods and styles of learning and to support individual students’ learning needs.

3. Teacher conveys to the students that an individual’s value is not based on their academic skills, test scores, “intelligence,” or ability to perform certain tasks.

2c Unsatisfactory Basic Proficient Distinguished

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Ineffective classroom routines and procedures lead to loss of much instructional time. The teacher’s management of instructional groupings, transitions, and/or the handling of materials and supplies are ineffective, leading to disruption of learning. There is little evidence that students know or follow established routines. The teacher does not give volunteers and/or paraprofessionals clearly defined duties.

Partially effective classroom routines and procedures lead to loss of some instructional time. The teacher’s management of instructional groupings, transitions, and/or the handling of materials and supplies are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines. The teacher assigns duties to volunteers and/or paraprofessionals during portions of class time.

Effective classroom routines and procedures lead to minimal loss of instructional time. The teacher’s management of instructional groupings, transitions, and/or the handling of materials and supplies are consistent and effective with little disruption of learning. With minimal guidance and prompting, students follow established classroom routines. The teacher engages volunteers and/or paraprofessionals with clearly defined duties that support student learning.

Effective classroom routines and procedures maximize instructional time. The teacher orchestrates the environment so that students contribute to the management of instructional groupings, transitions, and/or the handling of materials and supplies without disruption of learning. Students follow classroom routines without the teacher’s prompting. Teacher productively engages volunteers and/or paraprofessionals in tasks that make a substantive contribution to student learning and are well integrated into the classroom community.

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1. Teacher does not establish and/or maintain regular classroom policies and procedures. Students require frequent teacher reminders.

2. Teacher does not have a system for distribution and collection of materials causing regular loss of instructional time.

3. Teacher’s transitions are disorganized and/or unsafe and delay instruction.

4. When in groups away from teacher or working independently, students are consistently off task and/or disruptive.

5. Volunteers and paraprofessionals do not have set tasks and must await teacher instruction before assisting students.

1. Teacher has established regular classroom policies and procedures in place but may not fully enforce them. Students require some teacher reminders.

2. Teacher attempts to use system for distribution and collection of materials but sometimes there is a loss of instructional time.

3. Teachers’ transitions do not always include clear instructions which sometimes cause a loss of instructional time.

4. When in groups away from teacher or working independently, students are mostly on task but teacher redirection is often necessary.

5. Volunteers and paraprofessionals have some set tasks and sometimes need further teacher instructions to assist students.

1. Teacher enforces regular classroom policies and procedures.

2. Teacher has a largely efficient system for distribution and collection of materials leading to minimal loss of instructional time.

3. Teachers’ transitions include clear instructions leading to minimal loss of instructional time.

4. Classroom policies and procedures provide support to students to enable and encourage them to stay on task.

5. Teacher has provided procedures/directions for volunteers and/or paraprofessionals to support students’ learning.

Where developmentally appropriate and in accordance with their IEPs: 1. Students assist teacher in enforcing

regular classroom policies and procedures. Students initiate basic classroom functions and/or prompt each other to perform them.

2. Students are included in and help maintain the system for collecting and distributing materials.

3. Students help facilitate transitions. 4. When in groups away from teacher or

working independently, students facilitate staying on task.

5. Teacher develops the skills and capacity of volunteers and paraprofessionals. Students may initiate interaction with volunteers and paraprofessionals for assistance with their learning.


Fram

ework Lang

uage

Teacher has not established standards of conduct. Teacher engages in little to no monitoring of student behavior. Teacher does not use positive framing to model and reinforce appropriate behavior or redirect inappropriate student behavior. Teacher does not respond to students’ inappropriate behavior, or the response is negative, repressive, and/or disrespectful.

Teacher has established standards of conduct, but there is inconsistent implementation so some student behaviors challenge the standards of conduct. Teacher inconsistently uses positive framing to model and reinforce appropriate behavior and redirect inappropriate student behavior. Teacher tries, with uneven results, to monitor student behavior. Teacher’s response to students’ inappropriate behavior is inconsistent and is sometimes disrespectful.

Teacher has established standards of conduct with consistent implementation so most students follow the standards of conduct most of the time. Teacher monitors student behavior against established standards of conduct. Teacher uses positive framing to model and reinforce appropriate behavior and redirect inappropriate student behavior. Teacher’s response to students’ inappropriate behavior is consistent, proportionate, respectful to students, and effective.

Teacher and students establish and implement standards of conduct. Students follow the standards of conduct and self-‐monitor their behaviors. Teacher’s monitoring of student behavior is subtle and preventive. Teacher uses positive framing to model and reinforce positive behavior for individual students. Teacher’s response to students’ inappropriate behavior is sensitive to individual student needs and respects students’ dignity.

Special Edu

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1. Teacher does not establish classroom rules for appropriate student behavior or makes no attempt to enforce them.

2. Teacher is unaware of student behavior and how it affects the classroom environment.

3. Teacher does not highlight or praise appropriate behavior.

4. Teacher does not acknowledge student misbehavior or teacher’s response to student misbehavior is inappropriate.

1. Teacher has and refers to some classroom rules for student behavior but they are not consistently enforced.

2. Teacher is somewhat aware of student behavior but may not check on all students.

3. Teacher sometimes attempts to highlight and praise appropriate behavior.

4. When developmentally appropriate, teacher sometimes attempts to redirect student misbehavior but responses are not consistent for all students or some are inappropriate in tone.

1. Teacher refers to and enforces developmentally appropriate classroom rules for student behavior.

2. Teacher is aware of student behavior and frequently checks on all students.

3. Teacher regularly highlights and praises appropriate behavior.

4. Teacher consistently and respectfully responds to student misbehavior. When developmentally appropriate, teacher redirects student misbehavior in the classroom.

Where developmentally appropriate and in accordance with their IEP: 1. Students refer to and help enforce

classroom rules for student behavior with one another.

2. Students self-‐monitor behavior, with support from teacher as needed (e.g., visual or verbal cues), and/or teacher considers individual student needs, behavior plans, and/or patterns of behavior in supporting students’ behavioral success.

3. Students help to highlight and praise appropriate behavior among their peers, and/or students demonstrate progress (throughout the class and/or school year) in their classroom behavior.

4. Teacher adjusts her/his response to student misbehavior so that it is developmentally appropriate for individual students’ needs.


Fram

ework Lang

uage

Teacher neither clearly communicates standards-‐based learning objective(s) to students nor addresses their relevance to learning. Teacher’s directions and proce-‐dures are confusing to students. Teach-‐er’s explanation of content is unclear or inaccurate; explanations do not connect with students’ knowledge and experi-‐ence. Teacher’s spoken and written lan-‐guage is unclear and incorrect. Vocabu-‐lary is vague, incorrect, or inappropriate for the students’ ages and levels of devel-‐opment, leaving students confused.

Teacher does not communicate the standards-‐based learning objective(s) to students or does not address their rele-‐vance to learning. Teacher clarifies direc-‐tions and procedures after initial student confusion. Teacher’s explanation of con-‐tent contains minor errors, and/or some portions are clear while other portions are difficult to follow; explanations occa-‐sionally connect with students’ knowledge and experience. Teacher’s spoken and written language is unclear or incorrect. Vocabulary is limited or inap-‐propriate for the students’ ages or levels of development.

Teacher clearly communicates standards-‐based learning objective(s) to students and addresses their relevance to learning. Teach-‐er clearly communicates directions and pro-‐cedures. Teacher’s explanation of content is clear and accurate, and connects with stu-‐dents’ knowledge and experience. Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate for the students’ ages and levels of development.

Teacher clearly communicates standards-‐based learning objective(s). Teacher guides students to articulate the relevance of the objective(s) to learning. Teacher clearly explains directions and procedures, and anticipates possible student misunderstanding. Teacher’s explanation of con-‐tent is thorough, accurate, and clear, enabling students to develop a conceptual understanding of content while making connections to their interests, knowledge, and experience; students contribute to extending the content by explain-‐ing concepts to their classmates. Teacher's spo-‐ken and written language is expressive, and builds on students' language development and understanding of content. Vocabulary is appro-‐priate for the students' ages and levels of devel-‐opment; students contribute to the correct use of academic vocabulary.

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1. Teacher does not convey to stu-‐dents what they will be learning or why.

2. Teacher does not communicate directions in a manner appropriate for the class.

3. Teacher makes major content errors that impact student understanding.

4. Teacher does not attempt to con-‐nect students’ prior knowledge or interests to content.

5. Teacher does not use communica-‐tion styles that are developmentally appropriate for the class.

6. Teacher does not adjust communi-‐cation to clarify student misunder-‐standings.

1. Teacher may convey to students what they will be learning but may not explain why.

2. Teacher sometimes communicates directions in a manner appropriate for the class.

3. Teacher may make minor content errors that sometimes impact stu-‐dent understanding.

4. Teacher sometimes attempts to connect content to students’ prior knowledge and interests but exam-‐ples and explanations may not be clear.

5. Teacher sometimes uses communi-‐cation styles that are developmen-‐tally appropriate for the class.

6. Teacher sometimes adjusts commu-‐nication to clarify student misunder-‐standings.

1. Teacher conveys to students what they will be learning and why.

2. Teacher communicates directions in a manner appropriate for the class, taking into consideration their learner profiles. This may include verbal communication (oral or written) and/or non-‐verbal communication.

3. Students indicate that they understand teacher directions by engaging in devel-‐opmentally appropriate tasks with sup-‐port from the teacher as needed based on their IEPs and learner profiles.

4. Teacher makes few to no content errors that impact student understanding.

5. Teacher uses developmentally appro-‐priate explanations and examples to connect the content to students’ prior knowledge and/or interests.

6. Teacher uses a combination of oral, written, and/or non-‐verbal communica-‐tion that is developmentally appropriate for the class.

7. Teacher adjusts communication as needed to clarify student misunder-‐standings.

1. Students can convey their understanding of what they are learning and why as devel-‐opmentally appropriate per their IEPs.

2. Teacher communicates directions in a man-‐ner appropriate for individual students, based on their learner profiles. Teacher may anticipate and address possibly confus-‐ing parts of the task with students.

3. Teacher uses specific strategies to enhance individual students’ understandings of the content. Teacher may ask students to dis-‐cuss the content with each other as devel-‐opmentally appropriate.

4. Teacher does not make content errors that impact student understanding.

5. Teacher encourages students to make con-‐nections between the content and their own prior knowledge and/or interests.

6. Teacher uses a combination of oral, written, and/or non-‐verbal communication that is developmentally appropriate for individual students.

7. Teacher strategically uses challenging or new language to expand students’ vocabu-‐laries in a developmentally appropriate manner.


Fram

ework Lang

uage

Teacher does not ask questions, or all ques-‐tions are of low cognitive challenge, requir-‐ing only short, specific, right or wrong an-‐swers. Questions are not developmentally appropriate. Teacher does not require stu-‐dents to construct viable arguments. Ques-‐tions are asked in rapid succession with no “wait time” for student processing and re-‐sponse. The discussion is irrelevant to the content under study or predominantly in the form of recitations, with the teacher mediat-‐ing all questions and answers. Teacher ac-‐cepts all contributions without asking stu-‐dents to explain or provide evidence for their thinking. Few students are listening and responding to questions and answers from either the teacher or peers.

Teacher’s questions lead students through a single path of inquiry where answers are seemingly pre-‐determined, with few high-‐level or open-‐ended questions. Questions are not always developmentally appropriate. Questions are asked with limited “wait time.” Teacher attempts to create a discus-‐sion among students to engage with the content under study, with uneven results. Teacher sometimes requires students to provide evidence of their thinking or con-‐struct viable arguments based on evidence. Some students are listening and responding to questions and comments from their teacher or peers, and/or a few students dominate the discussion.

Teacher’s questions are low-‐ and high-‐level, open-‐ended, and developmentally appro-‐priate, requiring student thinking, and pro-‐moting understanding. Teacher creates a genuine discussion among students, provid-‐ing adequate “wait time” for students to engage with the content under study and stepping aside when doing so is appropriate. Teacher requires students to provide evi-‐dence of their thinking and construct viable arguments based on evidence. Most stu-‐dents are listening and responding to ques-‐tions and answers from their teacher and peers. Teacher ensures that most voices are heard in the discourse.

Teacher uses a variety of low-‐ and high-‐level, open-‐ended, and developmentally appropriate questions to challenge students cognitively, advance high level thinking and discourse, and promote metacognition. Teacher’s discussion techniques enable stu-‐dents to engage each other in authentic discussions about the content under study. Students formulate questions and challenge one another using viable arguments based on evidence. All students are listening and responding to questions and answers from their teacher and peers. Students them-‐selves ensure that all voices are heard in the discourse.

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1. Teacher does not engage students in developmentally appropriate question-‐ing. Questions are not developmentally appropriately challenging for students.

2. Teacher does not provide time for stu-‐dents to purposefully think through and respond to questions.

3. Students do not engage in discussion of the content with one another. There is no teacher mediation.

4. After asking a question, teacher does not encourage students to defend their answers or thinking.

5. Teacher does not use appropriate strategies to encourage students to participate in ways appropriate to their learner profile (e.g. discussion, activity, etc.).

1. Teacher sometimes engages students in developmentally appropriate ques-‐tioning by asking questions that range from low to high-‐level and have multi-‐ple answers. Questions are sometimes developmentally appropriately chal-‐lenging for students.

2. Teacher sometimes provides time for students to purposefully think through and respond to questions.

3. Students sometimes engage in discus-‐sion of the content with one another with some teacher mediation when de-‐velopmentally appropriate.

4. After asking a question, teacher some-‐times encourages students to defend their answers or thinking. Sometimes teacher uses developmentally appro-‐priate strategies to guide students to-‐wards answers that are based accurate-‐ly on low-‐level content knowledge.

5. Teacher sometimes uses developmen-‐tally appropriate strategies to encour-‐age students to participate in ways ap-‐propriate to their learner profile (e.g. discussion, activity, etc.).

1. Teacher engages students in develop-‐mentally appropriate questioning by asking questions that range from low to high-‐level and have multiple answers. Questions are developmentally appro-‐priately challenging for students.

2. Teacher provides time for students to purposefully think through and respond to questions.

3. Students engage in discussion of the content with one another with teacher mediation when developmentally ap-‐propriate.

4. After asking a question, teacher en-‐courages students to defend their an-‐swers or thinking. Teacher uses devel-‐opmentally appropriate strategies to guide students towards answers that are based accurately on content knowledge.

5. Teacher uses multiple developmentally appropriate strategies to encourage students to participate in ways appro-‐priate to their learner profile (e.g. dis-‐cussion, activity, etc.).

1. Teacher invites student inquiry, debate, and encourages students to reference text(s) or their own life experiences. Students may contribute to discussion by asking questions themselves as de-‐velopmentally appropriate.

2. Teacher uses additional developmen-‐tally appropriate strategies to encour-‐age students to think and respond to questions appropriate to their learner profile.

3. Students may initiate, lead or extend discussion of the content in ways ap-‐propriate to their learner profile.

4. Students may ask one another devel-‐opmentally appropriate questions, push each other to defend their an-‐swers or thinking and/or build on or challenge each other’s ideas, in ways appropriate to their learner profile.

5. Students encourage one another to actively participate in discussion in ways appropriate to their learner pro-‐file.

3c

Unsatisfactory Basic Proficient Distinguished Fram

ework Lang

uage

Tasks do not align with standards-‐based learning objectives. Tasks and/or text require only rote responses, do not result in active engagement, and do not chal-‐lenge student thinking. Teacher does not scaffold or differentiate instruction so that all students access complex, grade-‐level, and/or developmentally appropri-‐ate text or tasks. The teacher’s pacing of the lesson is too slow or rushed, and tasks are not sequenced to build students’ depth of understanding. The teacher’s grouping of students is unintentional and inhibits student mastery of the con-‐tent/skills.

Tasks partially align with standards-‐based learning objectives. Tasks and/or text minimally challenge student thinking, and result in active engagement of only some students while allowing others to be pas-‐sive or merely compliant. Teacher occa-‐sionally scaffolds and/or differentiates instruction so that only some students access complex, grade-‐level, and/or de-‐velopmentally appropriate text and/or tasks. The teacher’s pacing of the lesson is partially appropriate, and/or tasks are partially sequenced to build students’ depth of understanding. The teacher’s grouping of students is intentional but does not lead to student mastery of the content/skills.

Tasks align with standards-‐based learning objectives. Tasks and text are complex and challenge student thinking, resulting in active engagement of most students. Teacher scaf-‐folds and differentiates instruction so that most students access complex, grade-‐level and/or developmentally appropriate text and tasks. The teacher’s pacing of the lesson is appropriate, and tasks are sequenced to build students’ depth of understanding. The teacher’s grouping of students is intentional and leads to student mastery of the con-‐tent/skills.

Tasks align with standards-‐based learning objec-‐tives and are tailored so virtually all students are intellectually engaged in challenging content. Tasks and text are complex and promote student engagement through inquiry and choice. Stu-‐dents contribute to the exploration of content. Teacher scaffolds and differentiates instruction so that all students access complex, grade-‐level, and/or developmentally appropriate text and/or tasks. The teacher’s pacing of the lesson is ap-‐propriate, and tasks are sequenced not only to build students’ depth of understanding, but also to require student reflection and synthesis of the learning. Teacher’s grouping of students is inten-‐tional and students serve as resources for each other to achieve mastery of the content/skills.

Special Edu

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1. Teacher does not ask students to complete activities and assignments that address stated learning objec-‐tives in ways appropriate to their learner profiles.

2. Few students attempt to complete developmentally appropriate learn-‐ing tasks. Tasks do not challenge students to apply a range of low and high level thinking skills in ways ap-‐propriate to their learner profile.

3. Texts or materials do not represent developmentally appropriate chal-‐lenge for students and require them to practice new skills and deepen content understanding.

4. Tasks and materials are not appro-‐priately modified to address learning needs of groups of students and/or do not support high student en-‐gagement in ways appropriate to their learner profile.

5. Teacher does not deliver instruction or transition to new tasks at an ap-‐propriate pace and in an order that supports students’ learning needs.

6. Teacher does not group students based on learning objectives/tasks.

1. Teacher sometimes asks students to complete activities and assignments that address stated learning objec-‐tives in ways appropriate to their learner profiles.

2. Some students attempt to complete developmentally appropriate learn-‐ing tasks. Tasks sometimes challenge students to apply a range of low and high level thinking skills in ways ap-‐propriate to their learner profile.

3. Some of the texts or materials rep-‐resent developmentally appropriate challenge for students and require them to practice new skills and deepen content understanding.

4. Some of the tasks and materials are modified to address learning needs of groups of students and support some student engagement in ways appropriate to their learner profile.

5. Teacher delivers some instruction and transitions to new tasks at a pace and in an order that supports students’ learning needs.

6. Teacher sometimes groups students based on learning objectives/tasks.

1. Teacher asks students to complete activ-‐ities and assignments that address stat-‐ed learning objectives in ways appropri-‐ate to their learner profiles.

2. Most students attempt to complete developmentally appropriate learning tasks. Tasks challenge students to apply a range of low and high level thinking skills in ways appropriate to their learn-‐er profile.

3. Texts or materials provide developmen-‐tally appropriate challenge for students and require them to practice new skills and deepen content understanding.

4. Tasks and materials are modified to address learning needs of groups of stu-‐dents and support high student en-‐gagement in ways appropriate to their learner profile.

5. Teacher delivers instruction and transi-‐tions to new tasks at an appropriate pace and in an order that supports stu-‐dents’ learning needs and engagement.

6. Teacher groups students based on learn-‐ing objectives/tasks; grouping supports students’ developmentally appropriate learning needs and engagement.

1. Teacher asks students to complete devel-‐opmentally appropriate, challenging and/or inquiry-‐based activities and assignments that address stated learning objectives, en-‐courage in-‐depth study of content, and/or engage individual students in ways appro-‐priate to learner profiles.

2. Students have input and/or choice of learn-‐ing tasks and/or how to complete them in ways appropriate to their learner profile.

3. Students have input about choice of texts or materials in ways appropriate to their learn-‐er profile.

4. Tasks and materials are modified to address individual student learning needs. Students have input about how to modify them when appropriate to their learner profile.

5. Teacher adjusts pacing of instruction and transitions based on developmentally ap-‐propriate student needs or input. Teacher provides time and strategies for students to review or discuss the tasks, skills or content in ways that are appropriate to their learner profile.

6. Students have input about grouping and/or initiate groups that support the needs of their peers in ways that are appropriate to their learner profiles.


Fram

ework Lang

uage

Teacher does not use formative assessment, neither to check for completion of work nor to monitor progress and check for student understanding. Students cannot explain the criteria by which their work will be assessed and do not engage in self-‐ or peer-‐assessment. Teacher’s feedback is absent or of poor quality.

Teacher sometimes uses formative assess-‐ment to monitor progress toward student understanding of the learning objectives and/or teacher checks for completion of work rather than student understanding of the learning objectives. Students can explain some of the criteria by which their work will be assessed; few engage in self-‐ or peer-‐assessment. Teacher’s feedback is general and/or doesn’t advance specific learning.

Teacher uses formative assessment during instruction to monitor progress and to check for student understanding of the learning objectives. Students can explain the criteria by which their work will be assessed; some of them engage in self-‐ or peer-‐assessment. Teacher provides accurate and specific feedback to individuals and groups of students to advance learning.

Teacher fully integrates formative assess-‐ment into instruction, and uses it to monitor progress, and to check for understanding for individual students. Students can explain, and there is some evidence that they have contributed to, the criteria by which their work will be assessed. Students self-‐ and peer-‐assess to monitor their progress. Teacher and students provide individualized feedback that is accurate, specific, and ad-‐vances learning.

Special Edu

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1. Teacher does not use developmentally appropriate assessments during class to check student progress on learning objectives and/or annual goal(s) in ways appropriate to their learner pro-‐file. There are no assessments to check for understanding as well as progress and/or completion.

2. Teacher does not make clear the ex-‐pectations for student. Teacher does not ask students if they know how their work will be evaluated.

3. Teacher does not asks students to evaluate and reflect upon their own work or the work of their peers.

4. Teacher does not provide feedback.

1. Teacher sometimes uses developmen-‐tally appropriate assessments during class to check student progress on learning objectives and/or annual goal(s) in ways appropriate to their learner profile. Assessments some-‐times check for understanding as well as progress and/or completion.

2. Teacher sometimes clarifies the expec-‐tations for student work. When asked, students do not say they know how their work will be evaluated in ways appropriate to their learner profile.

3. Teacher sometimes asks students to evaluate and reflect upon their own work or the work of their peers in de-‐velopmentally appropriate ways.

4. Teacher sometimes provides individual and groups of students with develop-‐mentally appropriate feedback on their work. Feedback is sometimes aligned to expectations and suggests future improvements.

1. Teacher regularly uses developmental-‐ly appropriate assessments during class to check student progress on learning objectives and/or annual goal(s) in ways appropriate to their learner pro-‐file. Assessments check for understand-‐ing as well as progress and/or comple-‐tion.

2. Teacher makes clear the expectations for student work and may share devel-‐opmentally appropriate examples of high quality student work. When asked, students say they know how their work will be evaluated in ways appropriate to their learner profile.

3. Teacher regularly asks students to evaluate and reflect upon their own work or the work of their peers in de-‐velopmentally appropriate ways. Most students are able to do so.

4. Teacher regularly provides individual and groups �

cps framework for teaching 2016 special education...

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